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Socio-Cultural Determinants of Teacher–Student Relationships in Iranian EFL Contexts: A Grounded Theory Study | ||
| Teaching English as a Second Language Quarterly | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 12 اردیبهشت 1405 | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/tesl.2026.55343.3473 | ||
| نویسندگان | ||
| Behruz Lotfi Gaskaree* 1؛ Naser Fallah2؛ Vahid Ghafrooi2 | ||
| 1Department of English Language, Faculty of Literature and Humanities, University of Zabol, Zabol | ||
| 2Department of English language, University of Zabol, Sistan and Balouchestan, Iran | ||
| چکیده | ||
| Teacher–Student Relationships (TSRs) influence classroom realities and educational experiences. This study examines the socio-cultural factors that shape these relationships in the Iranian EFL context. Adopting a Constructivist Grounded Theory (CGT) design, the study drew on an iterative process of data collection and analysis. Sixteen participants (10 university ELT educators and 6 EFL teachers) were recruited through purposive and theoretical sampling. Data were generated through semi-structured interviews and life-history narratives and analyzed using the constant comparative method, including initial, focused, and theoretical coding, to develop a context-sensitive explanatory framework. The findings reveal three main socio-cultural factors shaping TSRs. Authoritative culture promotes power imbalance and restricts meaningful interaction. Collectivist culture substitutes genuine collaboration with group conformity. Content-focused education prioritizes syllabus coverage and summative assessment at the expense of dialogic teaching and reciprocal engagement. The study advances three interconnected theoretical concepts—Authority–Relationship Tension Cycle, Harmonized Collectivism vs. Collaborative Personalization, and Reciprocal Scaling of Content and Learning Conditions—to explain how these factors interact to constrain constructive TSRs. The findings carry important pedagogical implications. First, teacher education programs should critically address hierarchical norms. Second, instructional practices should balance authority with relational engagement. Third, curriculum and assessment reforms should create space for dialogic, needs-responsive teaching. By situating TSRs within their socio-cultural ecology, this study provides a contextually grounded framework for rethinking relational pedagogy in exam-oriented educational systems. | ||
| کلیدواژهها | ||
| Collectivism؛ Content-oriented education؛ Power-imbalance؛ Socio-cultural influences؛ Teacher-Student Relationships | ||
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آمار تعداد مشاهده مقاله: 33 |
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